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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Components of Language01:24

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...

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The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Beyond knowledge, toward linguistic competency: an experiential curriculum.

Sylvia Bereknyei1, Andrew Nevins, Erika Schillinger

  • 1Medical Education, Stanford University School of Medicine, Stanford, CA 94305, USA.

Journal of General Internal Medicine
|March 31, 2010
PubMed
Summary
This summary is machine-generated.

Medical students trained in a linguistic competency curriculum showed significant improvements in knowledge and skills for communicating with limited English proficient (LEP) patients. These enhanced communication abilities were durable, persisting for years post-training.

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Area of Science:

  • Medical Education
  • Health Communication
  • Linguistic Competency

Background:

  • Effective communication with limited English proficient (LEP) patients is crucial for healthcare providers.
  • Interpreted encounters require specific skills that are often not adequately addressed in medical training.
  • A growing LEP population necessitates improved healthcare provider communication strategies.

Purpose of the Study:

  • To describe an innovative, skill-based linguistic competency curriculum for medical students.
  • To evaluate the impact of this curriculum on students' knowledge and practical skills.
  • To assess the durability of learned communication skills over time.

Main Methods:

  • A linguistic competency curriculum was integrated into a 2-year preclinical doctoring course and pediatrics clerkship at Stanford University School of Medicine.
  • First-year students underwent online modules, role-playing, and didactic sessions focused on interpreter use.
  • Pediatrics clerkship students participated in interpreted training exercises with feedback.

Main Results:

  • First-year students demonstrated a significant increase in knowledge scores (0.62 to 0.89, P < 0.001).
  • Students achieved good skill attainment in end-of-year performance assessments.
  • One cohort maintained performance into their fourth year, indicating durable skill acquisition.

Conclusions:

  • The implemented curriculum effectively enhanced medical students' knowledge and skills for communicating with LEP patients.
  • The acquired communication skills showed good durability, persisting for at least three years.
  • Developing these linguistic competencies is essential for future healthcare providers to reduce health disparities.